Standards Check Resources for ADIs

On this page, we have listed some helpful resources for you, which will help you prepare for your ADI Standards Check.


Standards Check Marking Sheet
ADI Standards Check marking sheet (SC1)

The marking form that is used in Approved Driving Instructor (ADI) Standards Checks.

A full breakdown of each competency listed on this form is provided in Chapter 4 of the ADI 1 document (below)

Click here to download the Standards Check marking form


DVSA ADI1 Guidance for Driving ExaminersGuidance for driving examiners carrying out instructor tests (ADI1)

The guidance that driving examiners follow when carrying out instructor tests in Great Britain.

See Chapter 4 for Standards Check guidance.

Click here to download the ADI 1 document


national-standard-for-driver-rider-trainingThe National Standard for Driver & Rider Training (NSDRT)

The NSDRT defines what you must be able to do and what you must know and understand to provide training to drivers and riders.

The Standard is the document on which the Standards Check is based, so it really is important that you know, understand and are able to provide training according to the Standard.

Click here to download the National Standard for Driver & Rider Training


2016-04-27_14-19-22HERMES Project – Report

Some of the most significant developments in the education of new drivers, and indeed in the changes to the ADI Standards Check, stemmed from the work of many projects co-financed by the European Commission. One of the most notable pieces of research was conducted via the HERMES (‘High Impact Approach for Enhancing Road Safety Through More Effective Communications Skills’) project.

The outcome of the HERMES project was a highly practical training package containing suggested scenarios which new and experienced driving instructors could follow. The main recommendations were based on the driver trainers adopting ‘coaching’ principles, rather than traditional ‘teaching’ methods.

The website you can find all the HERMES resources on is: www.alles-fuehrerschein.at/HERMES/ but you can download the main report by clicking the link below.

Click here to download the HERMES Final Report


HERMES coaching video

HERMES Project – Video

A video was also produced by the HERMES team.  This is a great watch and it will give you some good ideas of things you can integrate into your driving lessons.

Click here to download the HERMES Video


Please let us knowdownload of any other resources you think we should list here!

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“I Want to Complain About a Driving Examiner”

complain-about-a-driving-examinerIt’s a question we occasionally get asked – “How do I complain about a driving examiner?” Thankfully, we are hearing of fewer and fewer instances of people having issues with examiners’ bad attitudes towards driving test candidates and driving instructors. We have personally found most examiners to be very friendly, professional and approachable. This is likely to be down to the DVSA’s increased emphasis on providing excellent customer service. In this article, we explain how driving examiners are trained and continually assessed. We also look at how you can express your concerns or even complain about a driving examiner, should the need arise.

Firstly, let me share a true story…

Whilst sat in a Driving Test Centre waiting room one day, several nervous driving test candidates awaited the arrival of their examiners. Increasingly loud footsteps prompted their arrival, one by one. Each called the name of their candidate, whilst each instructor anxiously hoped their pupil wouldn’t get… ‘John’. John was the examiner notorious for his extraordinary ability to transform a reasonably calm and confident pupil into a gibbering, nervous wreck within seconds of him meeting them.

John walked into the waiting room, standing tall and firmly holding his clipboard, with his air of authority and self-importance. Without even looking around the room to smile and pleasantly greet the instructors in the room, as all the other examiners did, John called the pupil’s name. “Ben Smith. Can I see your driving licence?” Ben promptly stood up from the seat next to his mum, who had gone with him to the test centre. Clutching a flimsy A4 plastic sleeve full of, mainly unnecessary, documentation such as; his car’s purchase receipt, MOT certificate, insurance policy, theory documents, Highway Code and other paperwork Ben nervously handed John a DL-sized transparent plastic wallet, which held his photo card and counterpart driving licence. In his nervous haste, he dropped the entire contents of the A4 plastic sleeve all over the waiting room floor. As Ben scrambled around the floor to pick up his paperwork, the examiner tossed the driving licence, still in its transparent wallet, onto the table in front of Ben, and said, “Take the licence out of that.” The examiner then turned to stare blankly out of the waiting room window, still clutching his clipboard. driving-test-anxietyAs the seconds passed, he glanced impatiently at his watch whilst Ben gathered his belongings. By this point, Ben was visibly shaken, sweat forming on his forehead, blushing, and rippling with fear. Hardly able to keep his hands steady as he did so, he removed the paper counterpart and plastic card from the DVLA stamped plastic wallet and handed it to John.

As soon as the door to the test centre closed behind the last examiner and test candidate, Ben’s mum looked over at all the instructors in the room and said, “Wow – what a horrible, horrible man. Is he always like that?” We all nodded in agreement – Ben had drawn the short straw.

Why is it that the vast majority of driving examiners can be pleasant and able to put pupils at ease, whilst a very small number of others can turn the test candidate into a fearful mess before they even get into the car? How can it be fair? And as instructors, can we, and should we, do anything to complain about a driving examiner?

driving-examiner-bad-dayWe all have bad days

It’s true that we all have our bad days – we all have personal ‘stuff’ going on in our lives that can sometimes negatively impact our mood. I’m sure that being an examiner can be quite challenging at times. Some Approved Driving Instructors might say that it’s the same for us. In an ideal world, we would all keep our personal stuff hidden – ‘fake’ a good mood so that our personal baggage doesn’t impact on our work. But let’s face it, we’re all human and from time to time, others might notice our aura of discontentment.

But that is not what this article is about. We’re discussing those examiners that have a reputation for instilling fear in test candidates or those that show little respect towards driving instructors – those who could at times be described as negative, condescending, arrogant or even rude. Thankfully these examiners are few and far between, but we’ve received enough feedback about it to take some time to provide you with an insight into how examiners are trained and assessed in terms of providing a positive customer experience, and what you, or your pupil, can do about it if you feel particularly aggrieved by an examiner at your test centre.

“How are examiners initially assessed and trained in customer service?”

dvsa-training-academyDuring a recent visit to the DVSA’s Training & Development Centre in Cardington, Bedfordshire, we learned more about the examiner training process and we asked a senior trainer to what extent personality traits and attitudes are taken into account when examiners are trained. We also learned how the DVSA openly welcome feedback from driving instructors and driving test candidates, especially when someone feels the need to complain about a driving examiner due to their attitude or general manner.

We were pleased to learn that potential candidates for the position of driving examiner are assessed on their personality characteristics and customer service throughout the whole process, from the initial application form through to final test centre placement, and beyond.

All trainee examiners must undertake Situational Judgement Tests during training – some of these are scientifically designed to highlight any issues in respect to personal thought processes and responses. In addition, job-related role play assessments take place, in which professional actors are used in problem scenarios to see how the trainee examiner responds. This, again, highlights strengths and weaknesses in their ability to deal with members of the public.

Throughout their time at the Training & Development Centre, trainee examiners are continually assessed against 4 core competencies:

  1. Control of the test
  2. Assessment of the test
  3. Completion of paperwork
  4. Customer service

dvsa-customer-serviceThe ‘customer service’ element looks at how the trainee examiner relates to, and communicates with, everyone else during their 4-6 week training course. In life beyond the course, everyone that examiner could come into contact with in their working life is defined as the ‘customer’. This, of course, includes learner drivers and their instructors.

Trainees are closely observed on how they communicate with the test candidate during role play driving tests and to the trainers providing feedback and classroom training throughout the programme. Communication and behaviour during social gatherings, meal breaks, and even smoking breaks, is subtly scrutinised – this includes the trainee’s relationship with their fellow candidates, trainers and other staff members at Cardington, even extending to the cleaners, canteen and hotel staff. Nothing goes unnoticed.

In learning about customer service, trainee examiners are taught the need to be fully aware of, and adapt; their body language, the way they observe the candidate, their seating position, respect of the candidate’s personal space, suitable levels of eye contact, appropriate tone of voice, etc. A large part of customer service training is centred around how verbal and non-verbal communication can be interpreted, or misinterpreted. Therefore, all qualified examiners should be aware that it is how their verbal and non-verbal communication is interpreted by others that is important – more so than the intention behind that behaviour.

EXHIBITION-(1)When training and assessing candidates for driving examiner positions, senior training staff at Cardington are looking for people with specific personal characteristics and customer service skills. They need to have a calm confidence, especially when in confrontational situations. But they equally need to be reassuring when dealing with test candidates who have emotional outbursts.

“Yes, but what happens after placement at a driving test centre?”

It’s all well and good for a trainee examiner to be able to demonstrate good customer service skills whilst in the presence of senior trainers at the DVSA Training Centre, but what happens when they’re out there in the real world? Isn’t this when the problems start?

dvsa-cardingtonThe training team at the DVSA acknowledge the fact that no matter how many assessments, role plays and Check Tests are conducted during training and whilst out there on the job, trainee and qualified examiners are often able to ‘play the game’ when being assessed. Their actual conduct whilst out there on the job could be something entirely different. During a trainee examiner’s initial training programme, the environment at the Training Centre is very positive, and as such, the trainee examiners’ behaviours are positively influenced by those around them.

This same influence will affect them after they are placed at a driving test centre. They will continue to be influenced by their peers – if a more long-standing examiner, working closely alongside them, has poor attitudes, then the new examiner is much more likely to mimic their behaviour.

For the first 9 months, which includes the 4-6 week training period at Cardington, each new examiner is on probation. They are very closely supervised by either the LDTM (Local Driving Test Manager) or an experienced examiner at that particular test centre. During the first month, each new examiner has one day per week devoted to development – this takes the form of 4 supervised practical driving tests, 16 in total for the month, and time for discussion after each test. Assuming all goes well on those 16 supervised tests, each new examiner will continue to have one development day per month for the next 3 months, equating to a further 12 supervised tests.

In addition to the above, each new examiner will shadow another more experienced examiner from time to time, and be routinely assessed by a member of the QUAT (Quality Assurance Team) to ensure the new examiner is continuing to demonstrate the 4 core competency skills.

Outside the above 4 month period, all examiners will have a minimum of 6 check tests per year, assessed by their LDTM, plus further QUAT assessments. In total, most examiners will have approximately 12-15 check tests / assessments per year. And to think – we ADIs often moan about having 1 or 2 in every 4 year period!

“How do I complain about a driving examiner’s poor attitude and customer service?”

An examiner may appear to come across, intentionally or otherwise, as; negative, condescending, ignorant, rude, malicious, intimidating or bullying. Most of these examiners may be totally unaware of it. Their fellow colleagues may feel that they are not in a position to challenge it for fear of reprisals. Nevertheless – it still needs addressing. Do not be afraid to be the one to complain about a driving examiner to the DVSA – if nobody says anything, nothing will change.

dvsa-call-ldtmIf you or your pupil have an issue with an examiner’s customer service skills, the first point of contact should be with your LDTM. If you are unsure who that is, check on the local notice board in your driving test centre. If it is not there, you could either ask another examiner for the contact name and number of the LDTM, or call the DVSA on 0300 200 1122 and ask the advisor for the information.

Once you have your LDTM’s contact details, either have a telephone conversation with the LDTM or arrange a meeting with them to discuss how you, or your pupil, perceived the examiner’s behaviour. Express your concerns honestly and respectfully, remembering that the examiner concerned may not be intending to come across in that way. It’s important that your issues are conveyed in the right manner and for the right reasons. Remain calm and professional.

Listen to what the LDTM has to say – they should follow up your discussion by speaking directly to the examiner concerned about how their behaviour is coming across. If after having done so, you still experience issues with that particular examiner, put your complaint in writing. Written complaints MUST be followed up by senior management, so rest assured that your issue will definitely be addressed.

Remember – unless ADIs and/or customers express their concerns about such examiners, nothing can be done.

We do find that instructors often avoid complaining about a driving examiner’s conduct for fear of retribution from that examiner. We know this has happened on some occasions but thankfully, such problems are very rare. If an examiner does have an undesirable attitude, there’s likely to be little change unless the DVSA are made aware of it.

happy-driving-examiner-dvsaThankfully, Claire and I have personally found examiners’ customer service skills to be excellent, on the whole. On the rare occasion that we have encountered issues, we have never been afraid to confront this issue, either directly with the examiner themselves or by contacting a more senior member staff at the DVSA. Incidentally, we have never defined the reason for our contact as being a ‘complaint’ – instead we discuss our ‘concerns’ or ‘observations’. Each time we have done so, the senior examiner has been very grateful for our feedback and has followed up on our concerns. In each and every case, we have found noticeable improvements, with no open detriment to that examiner’s attitude towards us.

down arrowHow do you find customer service at your local test centre?
Do you have an examiner with a notorious reputation for his or her attitude?
Have you, or one of your pupils, ever felt the need to complain about a driving examiner?
If so, how have you dealt with it?
Might you handle things differently in the future as a result?

Please share your thoughts below – we love hearing from you and learning from your experiences! And remember, if you can think of someone that would benefit from this article, please hit one of the buttons below and SHARE it!

 

*Please note that the names within the story above have been changed to protect their real identities.

A Simple Guide to Using Reflective Logs

Untitled design

“I have been reading various things on Facebook about reflective logs being needed for the ADI Standards Check, but I’m not really sure what they’re for and why the DVSA is forcing us to use them. From what I can make out, it’s something that the pupil fills in at the end of the lesson about what they have learned. Can you explain more about what a reflective log is and convince me why I have to use them?”

Thanks for your great question!  Let’s first start by reassuring you that nobody is forcing you to use anything that you (or your pupils) don’t want to use. The DVSA’s Standards Check is intended to assess your ability to instruct and whether that instruction helps your pupil to learn in an effective way. A reflective log is simply one ‘tool’ you can use to encourage your pupil to reflect on their own learning and progress, and plan for their way forward.

So what exactly is a ‘reflective log’?

Essentially, a reflective log is a record of the pupil’s learning experiences, thoughts, feelings and reflections. It should be thought of as a critical assessment of how the pupil is progressing. In using the word ‘critical’, this should not be thought of as a negative assessment – quite the contrary. It should be seen as an honest and positively-framed appraisal of what things are going well, where improvements can be made and a plan for moving forward (the next steps).

Reflective LogsReflective logs (or journals) are nothing new – they have been used very successfully for many years in other educational establishments, including some primary and secondary schools. Therefore, it’s quite possible that your pupils will be very familiar with the process, even if it might feel alien to you.

Why is it a good idea for us to use them with our learners?

Some ADIs will advocate using a reflective log as an additional resource for their pupils to complete and keep. For others, the reflective log can be used in place of a lesson record. From starting out as an ADI in the late 1990’s, I have always kept lesson records in A4 landscape format. They looked like this (I could fit 13 lesson records to a double-sided A4 sheet):

lesson recordThis enabled me to keep a track of not just what we covered and when, but specifically how well my pupils carried out those tasks and where they needed to improve. Together, we would then plan what to cover next lesson (although admittedly I frequently ‘led’ the pupil with this decision).

I later replaced this ‘Lesson Record’ with a ‘Reflective Log’ (see below). It’s essentially the same format but now phrased with more client-oriented wordings, and with space for the pupil to add in what steps they can take to improve between this session and the next. This may be something as simple as reading a handout or a section of the Highway Code, watching a particular training video or observing another driver’s handling of a skill (such as dealing with roundabouts). Or they may record detail on what specifically they will focus on during private practise with a friend or relative. The new reflective log also enables the pupil (or me) to note down anything else of relevance, e.g. ‘advised to put test back a couple of weeks’ or ‘block booking payment due next week’.

reflective log

From a learning perspective, keeping a reflective log will help your learner take more responsibility for the direction and content of lessons. It can also improve ‘flow’ throughout their course of lessons. As they become accustomed to using a log, you may find they progress quicker as they practise the skill of self-reflection. As a bonus, you get to better understand your learners’ thought processes – giving you a valuable insight into their view of the world.

When should it be filled in, and by whom?

Ideally it should be completed by the pupil at the end of a driving lesson. We say ‘ideally’ because sometimes the pupil won’t want to do it, and instead would rather the instructor took the notes. If an instructor is being truly client-centred, they will leave it up to the pupil to decide who writes it.

reflectivelogIt is most beneficial for the pupil to write the log themselves so that they don’t censor their thoughts and feelings. However, as long as the record is a true and honest reflection of the pupil’s thoughts and feelings, it shouldn’t matter too much who does the writing. Personally, I have found that most clients prefer me to take the notes whilst they are reflecting on the progress and expressing their thoughts verbally. I then summarise what they’ve said and enter it onto the log. This also saves lots of time.

If I am doing the writing, I will still write the log in the first person, e.g, expressing the comments as “I”. I will also be careful not to alter the pupil’s terminology or wording. To make the biggest impact, it’s important that what is written on the log comes from them, with very little input from me, as their instructor.

It is best if the reflective log is completed in-car, as you can ensure that it is completely thoroughly. Expecting a learner driver to go into their home, school, college or work and complete it usually results in them conveniently ‘forgetting’!

Doesn’t it take too long to complete? Pupils want to be driving, not writing!

I think it’s fair to say that most conscientious ADIs have been completing some form of lesson record at the end of each lesson for some time anyway, whether that be giving a score for each particular skill on the training record, or writing some notes on progress during that particular lesson.

Yes it’s true that some ADIs choose to complete lesson records after the lesson is over and the pupil has gone, but for me personally, the end of session debrief is such an important and integral part of the lesson that ADIs shouldn’t feel obliged to exclude record completion from the lesson time.

5minutesMake it a normal part of your lesson and your pupils will accept it. In every educational setting, lessons have a start (recap), middle (learning) and an end (recap/debrief), so why should driving lessons be any different?

Completion of a reflective log will probably take no more than 5 minutes.

My pupil is always itching to get out of the car at the end of the lesson. How can I maintain their attention?

We’ve all been there – as soon as the pupil pulls up at their house, their hand is on the car door handle and they’re readying themselves to jump out! Their attention is on the missed text messages or phone calls on their mobile phone. They are mentally ‘elsewhere’ – certainly not in the right frame of mind to complete any paperwork.

Fortunately, there’s a really easy solution to this problem.

Pull up a couple of streets away from their drop-off point and complete the reflective log there. Their full attention is still likely to be on the lesson, as there’s still more driving to do! Therefore, you’re less likely to see them ‘switch off’. Once the log is complete, they can practise a bit of independent driving to their final destination.

Where can I get one of these reflective logs?

There are various options you could choose from.

1Some instructors supply each of their pupils with a ‘Starter Pack’ when they start lessons (which might include a branded pen, terms and conditions, Highway Code, referral vouchers, etc). Adding an inexpensive blank notepad to this pack, labelled ‘Reflective Learning Record’ is one idea. Who keeps the learning record is entirely up to you, although in my experience 17 year olds can be quite forgetful. If you intend to leave the learning record with your pupil, you’ll need a plan in place for when they forget it, or it gets ‘eaten by the dog’.

2The DVSA have conveniently supplied a sample reflective log in their ‘ADI1 Standard Operating Procedure’ (see page 77). You could print that off and maybe even develop your own, based around the headings used on the DVSA version.

3You could click here to download our version. As I mentioned earlier, our reflective log is based on our previous ‘Student Lesson Record’ which has been publicly available for download on our www.activedrivingsolutions.com website for some time. It is double-sided and A4-sized to fit conveniently in a binder or plastic wallet, and you can record up to 6 driving lessons on each sheet. Simply print them out as you need them.

4reflectiveIf you have access to an iPad, check out the ‘Robosoul Reflective Logs app’ designed by Neil Snow. It’s currently available for £2.49 on the iTunes App Store.

Using the app has the added benefit of you being able to directly email completed logs to your students from within the app, keeping them up to date and enabling them to build a personal record of their progress. It can definitely be useful for you both to have a copy of the log.

Will the examiner want to see my pupil’s reflective log on my Standards Check?

Not necessarily. This is what is written in the ADI1 Standard Operating Procedure (page 69):

If the ADI offers to supply training documents (such as the reflective log) you should discuss the content with them but if they do not bring such papers this will not invalidate the standards check.

If you and your pupils do use reflective logs successfully, we would definitely recommend taking your pupil’s log into the test centre to show the examiner before the lesson commences. If you’ve read our industry contributions in the past, you’ll know how much emphasis we place on making a great first impression – it can definitely make a big difference to the examiner’s initial perception of your skills before they even get into the car. If you want to do well on your Standards Check, your aim should be to set a fantastic impression from the outset.

Do you use reflective logs with your pupils? What format have you found works best? Do you complete it, or do you encourage your pupil to do so?

If you haven’t used reflective logs in the past, might you consider it? What other questions do you have that we haven’t answered?

down arrowPlease share your thoughts, questions and reflections in the comments below. And remember, if you can think of someone that would benefit from this article on using reflective logs, please hit one of the buttons below and SHARE it!

Follow Ged Wilmot on Google+!

6 Step Driving School Marketing Plan for Facebook

Driving School Marketing Plan - facebook-for-driving-instructors

6 Step Guide – Driving School Marketing Plan for Facebook

Is Facebook a part of your business marketing strategy? Love it or hate it, you would be wise to invest some time in Facebook, as that’s where many of your potential customers are spending their time! Furthermore, many of your competitors are undoubtedly reaping the rewards of Facebook marketing – and if you’re not, you are losing out.

Are you stuck using the ‘old skool’ way of advertising and marketing your driving school, e.g. leaflet drops, advertising in shop windows, local newspaper and magazine adverts, Yellow Pages, Thomson Local? This type of marketing has its pitfalls – it can be very expensive to advertise in local media and directories and very time-consuming to traipse around your town delivering leaflets and postcards. Let’s face it, leaflets are generally perceived as more of a nuisance than a help to homeowners, so they might actually do more harm than good!

If you are using these strategies and you are seeing a good return on investment – great! Keep doing it. But if you’re looking to further increase your client-base and pupil numbers, definitely take a look at Facebook. It’s easy, accessible from your computer or mobile devices, and (for the most part) FREE!

Facebook can help significantly boost your profile

Most ADIs will admit that the best form of marketing is through word-of-mouth recommendation. So there is no better way to spread recommendation than through social media channels, where hundreds, if not thousands of potential clients in your area can hear all about you and your business. Furthermore, when you get to learn more about Facebook, you can actually target specific types of people, from their age, interests and home town, right down to the college they attend and other Facebook pages they may like. You can even legitimately target Facebook ads at people who ‘like’ your competitors’ Facebook pages! But we’ll save that for a later blog article…

We’ve found that having a Facebook page for our driving school is one of the most significant factors in boosting our online presence within our target market. It has been a huge factor in us building a highly successful driving school with 23 instructors, all of whom have full diaries.

So what can you do and where can you get started with Facebook?

Having a Facebook business page is a great way of marketing but it isn’t just about marketing you and your brand. It’s about building trust, engaging with present and future customers and positioning you as a respected and successful instructor or driving school.

When using Facebook, your aim should be to educate, inspire, share stories and post valuable, relevant content. Then every now and again, promote yourself – post a special offer, post photos of pupils that have recently passed with you or your driving school.

Many driving instructors use their own personal profile as a marketing tool instead of having a separate business page. That can work quite well, but you need to understand the pitfalls of doing so, especially if you have not correctly set up your privacy settings to control which groups of your friends can see your content.

I personally use both my personal profile and my business pages for work. But the friends on my personal profile are allocated to specific groups, so I can control who sees what. When I post content or photos relating to something personal about holidays, nights out or my children, for example, ‘Family’ and ‘Close Friends’ see everything I post. ‘ADIs and PDIs I know’ see a little less. ‘Other ADIs and PDIs’ see less still. Those listed under ‘Restricted’ and ‘Limited Profile’ see very little at all. And last but not least, those listed under my ‘Weirdos’ category won’t see any of my non-public content at all!

Facebook FailThere are also many advantages of using a Facebook business page – insights, customer star ratings, reviews and advertising being just a few. For a list of 14 benefits of a Facebook Business Page over a Personal Profile, take a look at this excellent article by Jon Loomer.

With more and more people accessing Facebook on their mobile, and especially our target market of 17-25 year olds, can you really afford not to put your face on the book?

Here’s your simple 6-step guide to setting up a Facebook business page

(This guide assumes you are using the Facebook website directly rather than via a mobile app):

1createpageIn the Facebook header bar, click on the drop down arrow on the far right and click ‘Create Page’. It’s probably best to opt for a ‘Local Business or Place’ as you will be wanting to let people know where you are based. Although your address will show on your page, you don’t have to add your house number if your work address is the same as your home address. On the category dropdown list, just opt for ‘Local Business’ for now. Complete all your details and click ‘Get Started’.

setup2On the next page, you will be prompted to provide some more details about your business. You can now select ‘Driving School’ from the category section, complete the ‘about section’ and add in your website address. Also on this page, you can choose a unique Facebook web address to make it easier for people to find your Page. Make sure your URL has your driving school name, not just the default Facebook generated URL. Your Facebook address should be formatted in the following way: www.facebook.com/yourdrivingschoolname. This will make it easier for your customers to find you on Facebook and it will help with your search engine optimisation (SEO) as Google ranks Facebook highly. For this reason, don’t be surprised if your Facebook business page appears above your main website in searches. This is great news if your actual website doesn’t rank highly just yet!
(If you already have an active Facebook business page and want to change your Facebook URL, go onto your business page and click ‘Edit Page’ at the top, then ‘Update page info’ and then click on ‘edit’ next to ‘Facebook Web Address’.  Note that you can only change your Facebook URL once!)

3killer-driving-instructorChoose an appealing profile picture. A smiley picture of you in your car will appeal to potential customers. People buy from people so make your page as personable as possible. Using your company logo isn’t usually a good idea – your potential clients aren’t interested in a logo – they want to see who they are going to be buying from. If you’re photo-shy or perhaps feel your photo might turn potential customers away, then perhaps use a photograph of a happy pupil, smiling broadly with their driving test pass certificate. Please don’t be tempted to rip a photo from Google images or use a stock photo – your profile image is your first point of contact from which your potential customers will glean their first impression. Make sure it’s a good one!

4Once your business page is set up, make sure you link your personal profile page to your business page. Then if people find you using your name, they can easily click through to your business page. To do this, go to your Facebook personal profile, click on ‘About’ and add your new page to ‘Work and Education’. Then on your personal profile, your business will be displayed in your about section and people can click straight through to your business page from your personal page.

5Make sure you also utilise the ‘About’ section on your business page. Let potential customers know that you can offer what they want. The about section also lets you add hours of opening, a contact number and links to other social media sites that you may use (Twitter, Pinterest, Google+, Instagram, etc). Make sure you include links to your company website.

6Use your cover photo wisely. Again choose an appealing photo for your cover but then add words including a clear call to action. For example, below you can see the cover photo we used this Spring on our Facebook business page – ‘Call us now and pass for Summer! 0161 345 3452’. Also make sure you add a description so when people click on the cover image there are more details and further calls to action, e.g. ‘Start learning now and take advantage of our great deals! Call us: 01234 567 890, Visit our website: www.drivingschool.com, Follow us on Twitter: @drivingschool’

10245280_10152368875946410_7455435207466623764_nSo that’s how to set up your Facebook page in 6 easy steps. Easy, wasn’t it?!

The next step is to start using your Facebook page to grow a fan base (‘fans’ being people who ‘like’ your page). Don’t worry if your ‘likes’ don’t grow overnight. It’s more about QUALITY than QUANTITY. The key is to grow a fan base of people in your coverage area who match your target market. This won’t happen by itself and you will need to invest some time into growing your business page. Look out for our upcoming article on how to build ‘likes’ and use your new Facebook business page effectively.

There’s so much you can do with Facebook. We haven’t even touched on insights, apps and Facebook Ads yet!

down arrowWhat have been your experiences with Facebook? Have you been using it actively and what results have you got? Please post your comments below so that others can benefit.

Finally, if you liked this article, please share it by clicking one of the buttons below!

 

10 Tips to Boost Your Driving Test Pass Rates!

Driving Test Pass Rate - boost-your-pass-rate“Hi, Ged & Claire.  Like most ADIs, I really enjoy all your articles and posts, so keep it up! I was, however, wondering if you could offer some advice on improving driving test pass rates…

I’m scratching my head at the moment: I qualified a little under a year ago and started very positively with my pass rate – 8 out of the first 10! However, of late, I have had several unsuccessful attempts in a row. I prepare all learners in exactly the same way, and always ensure they pass a mock test before booking a real one. I am slightly concerned for my reputation, both with learners and with examiners, and am working hard to arrest the slide. Is it my fault? The learner’s? Or are peaks and troughs like this normal? Any advice would be appreciated, as I’m sure I’m not the only one who stresses about their pass rate!”

Well, first, what an achievement. 8 out your first 10 tests passed – that’s great! My first ever learner to test failed, and it was an awful feeling. Yes, peaks and troughs are normal and I’m sure many excellent instructors have had their fair share of ‘bad runs’. No matter how good we are, expecting to have a 100%  test pass rate is unrealistic. We can, however, do everything we can to improve. It’s worth mentioning that this is no one’s fault or failure. You’re just learning from experience. After all, a FAIL is just the ‘First Attempt In Learning’ and if they do fail it’s not a matter of life and death. To put it into perspective, it’s just a test! And they can take it again until they do pass. 

How to Improve Driving Test Pass Rates

10 Top Tips which I hope you will find useful in improving your driving test pass rate.

Tip 1 – Monitor

magnifying-glassIf you want to know what you’re good at and what you could improve on, measure your results. Taking a photo of the driving test report or copying a test report onto a blank one will allow you to keep records of what your learners are picking up faults on. Is there a trend? When I did this, I found that I was getting quite a few driver faults on mirrors, including the odd serious one. I decided to remove my eye mirror, and the learners became aware of when I was watching them. This prepared them for being watched by the examiner, and also became a subliminal prompt. After that, my mirror faults decreased significantly!

Tip 2 – Shut up (in the nicest possible way!)

quietThis has always been a particular challenge for me.  Even on ‘mock’ tests, and certainly in the lessons on the run up to the test, it’s easy to overlook how much help you are actually giving your learners. Getting them used to total independence for set periods of time will not only prepare them for the test conditions, but also give you insight into how much you actually help them without thinking about it!

Tip 3 – Use records

A common question after around 8 lessons is, ‘When can I book my test?!’ If you use records, it’s much easier to show the learner what they need to be able to do BEFORE they book their test and what standard they need to reach for all the topics listed. ‘When you have covered all these topics and can do them without my help, shall we crack on and get that driving test passed?’

Tip 4 – Syllabus

Sounds simple, but do make sure your learner can deal with everything required for the test and much more! Allow your learners to experience a wide variety of areas, types of road and traffic situations – the more variety, the better. They will become better all-round drivers, and much more capable of dealing with situations on their test. That said, if there are any tricky bits or junctions where ‘local knowledge’ is needed on test routes, it’s best to make sure they can deal with them confidently, too.

To download a copy of the DVSA’s ‘Safe and Responsible Driving Syllabus’, click here.

noTip 5 – Say NO!

We have all had the learner who books a test when you know you have more chance of winning the lottery than getting a pass from them. Some learners deteriorate after booking the test, some come to us with a test already booked. If they’re not ready, say NO and stick to your guns. It’s your car, and your reputation. If they can’t meet the requirements for the test, don’t take them. Make sure your terms and conditions cover this.

Tip 6 – Pick the best time

Some people work best in the morning, some in the afternoon. Find out what works best for your learner and book a test to suit. I also used to avoid the rush hour test times and the school kicking-out times. The kids from the school round the corner from my local test centre used to play ‘chicken’ with learners: not great when your learner is already under a lot of stress!

Tip 7 – Does your learner feel ready?

Irrespective how how ready YOU think they are, confidence in their own ability will help your learners deal with test day nerves. If they don’t want to do their test just yet, let them decide when they do want to do it. What do they want to achieve before they take their test? Can you help them achieve that first? Having goals will help create a sense of confidence. ‘When I can do Manchester Street roundabout, I know I will be able to deal with anything on my test’.

woman-biting-wheel2Top 8 – Deal with test day ‘nerves’

Learners will naturally have some degree of nervousness on their test day. What helps them relax? Is there relaxing music that they can listen to before the test? Do they need a cigarette (assuming they smoke, of course!)? Accommodate their needs and make sure you allow sufficient time to do so. Some won’t want to drive beforehand. If that’s what works for them, then great. Learn some basic breathing techniques to help them relax. Make them laugh. Encourage them to have a brisk walk to the end of the street and back. Have some Rescue Remedy in the car, even if you don’t believe it works. If they think it will, then it will! Ask them to tell you again what passing the test will give them. Motivation is a powerful force!

Tip 9 – Eliminate negative language and self-talk

Be positive, and encourage your learners to do the same. This applies not only to the test day but also to the days leading up to it. Those who have trained with me will know that ‘if’ is banned in my car, as is ‘hopefully’. They are equal to swear words! ‘If I pass my test’ becomes ‘WHEN I pass my test’ and ‘Hopefully I’ll do it’ becomes ‘I WILL do it’.

Also, be aware of and eliminate any negative body language. Walk to the test centre with your learner proudly, smile and say ‘hello’ to your fellow colleagues and the examiners. Present a positive environment to your learner (even if you have to fake it!) 😉

what-the-mind-expects

Tip 10 – Be positive about all the examiners

Learners are influenced by what their mates tell them. ‘I hear one of the examiners never passes anyone there’. A simple reframe will quell any fears. ‘Really? I have an 80% test pass rate with him!’ People see what they expect to see. It’s much more useful for your learner to go in thinking that the examiners are all nice and looking to give out a pass than to believe they’re all evil and waiting for the chance to fail them – which, of course, they aren’t 😉

down arrowHave you any further advice that you would like to share?  What has helped you improve your driving test pass rate?

Please let us know in the comments below.

If you like this article, please share it!

 

10 Tips to Reduce Driving Lesson Cancellations

Reduce Driving Lesson Cancellations - meme-from-iphonetextgenerator(1)Time is precious.  And for driving instructors, lost time equals lost income.  Using the top ten tips to Reduce Driving Lesson Cancellations can save you time and money. Yes, it’s great to be able to catch up on other essential business matters when last-minute lesson cancellations arise, but we all have bills to pay. So what can we do to minimise cancellations and loss of income?  Here are 10 top tips:

Reduce Driving Lesson Cancellations – Top Tips!

Tip 1 – Be upfront and honest:

In our experience, this is the number one way to reduce your cancellation rate. Don’t take it for granted that pupils will understand the ins and outs of self-employment, because the vast majority won’t.  For those of you that are franchisees, many learner drivers will incorrectly believe that you are paid a wage by the company named on your roof sign, so when they cancel, they’re actually not affecting you at all – as far as they’re concerned, the ‘company’ just loses out. For most people (and especially teenagers), this will be the first time that they will be held financially accountable for cancelling an appointment of any kind.  Try to think from your pupil’s perspective – they don’t have to pay when cancelling their dentist, doctor or hairdressing appointment!  So why does their driving instructor want paying for a lesson they haven’t provided?!  Don’t expect them to be psychic or to just read the fine print about cancellations on your website or on the back of their appointment card. Whether you work for yourself or on a franchise, take a few minutes to candidly explain how important it is that they give you plenty of notice if they need to cancel.  Don’t put it across in a threatening way – just explain in an honest and friendly tone how it affects you and your business if they cancel at late notice.  At the same time, make your commitment to them – that if you ever need to change their lesson date or time, that you will compensate them too.  This builds trust and shows your integrity – they are much more likely to respect you for it. chargeOutline the conditions for cancellation (see below) and end the conversation by simply asking for their verbal understanding, “so are we OK with that, or do you need me to clarify anything?” Ignore this first tip at your peril –  if you decide not to heed this advice, don’t be shocked when a pupil who’s called a few hours before their lesson to cancel gets a bit shirty when you tell them they’ll have to pay for it!

Tip 2 – Have clear, accessible Terms & Conditions

Having clear terms and conditions is a must if you want to enforce payments for cancellations. Terms and conditions need to be fair and work both ways. If your customer cancels and is held financially accountable, surely it’s only right that you offer some form of compensation if you cancel, too? tcMake your terms and conditions easily available, have them on your website and appointment cards.  Go through cancellation policies at the time of booking and/or on the first lesson. Even so, it can be hard to enforce and if reliable customers have a genuine reason for cancelling, waiving the cancellation on that occasion can make good business sense. You don’t want to lose an otherwise reliable customer all because you charged her for a lesson when she was in hospital with her son.

Tip 3 – Don’t GIVE them the excuse!

I remember meeting an ADI for some skills development training a few years ago.  He was really down-in-the-dumps about his cancellation rate, which in that particular week was over 50%!  I asked him about his terms and conditions, how he explained them to his pupils, and how strictly he enforced them.  His reply went something like this: siteen“Yes Ged, I tell them that they have to give me 48 hours’ notice of any cancellations, otherwise I’ll charge them.  But obviously if they’re ill, I don’t want their germs, so it’s fine to cancel then” When I asked him what the pupils’ reasons for cancelling that week was, can you guess what his reply was?  Yes, you got it – “they’re all ill”.  Hardly surprising, was it? It’s a good idea to waive the lesson fee if your pupil is genuinely poorly, but don’t tell them in advance that this will be the case, or else the same excuse will be used every time they just can’t be bothered with their driving lesson!

Tip 4 – Keep regular lesson slots

Where possible, keeping the same time and day for pupils can help reduce the likelihood of them cancelling. Having the same time allows the customer to plan the rest of their week around this regular commitment.driving When lessons are moved around a lot it’s easy for the pupil to ‘forget’ when their lesson was or double book that lesson time with some other commitment.  Also, bear in mind that if you keep changing their lesson time around from week to week, they’ll expect you to allow them to do the same. Having said that, do bear in mind that learners will benefit from experiencing driving at different times of day, so moving a lesson time to another ‘regular slot’ for a few weeks should work well.

Tip 5 – Be reliable

This is one that I feel is extremely important. I like to treat others the way I want to be treated. So if you want your customers to be reliable, you need to lead by example. It may suit you to ask that customer if they can do their lesson earlier (because someone else has cancelled) or if they can do a different day (because you don’t want to go out for just their lesson that afternoon) but be warned! If you think it’s acceptable to expect them to regularly change their plans for you, they will the same in return!

Tip 6 – Take payment in advance

When Claire worked as an independent ADI, she asked for payment in advance. On the first lesson, she charged for 2 lessons. This never caused a problem and she always made her cancellation policy clear. If she had a cancellation, it was already paid for and they would need to bring payment for 2 lessons next time to be in advance again.  If you’re on a franchise, you may be restricted by the policies of your franchise agreement, but if you’re independent this is a good way to reduce cancellations AND be paid for the cancellations that you do get. Claire noticed a big drop in cancellation rates when she started implementing this method.  Great tip on how to reduce driving lesson cancellations and not lose money or a client.

Tip 7 – Encourage block bookings

save20It’s much easier to charge for cancellations when you have the money up front. Block booking discounts offer an incentive for customers to pay for 10 hours at a time, but is your incentive enough? We noticed a big difference in the amount of pre-payments for blocks of 10 hours when we put our hourly rate up but kept the block booking the same. Instead of a £10 discount, customers get £20 discount (almost the price of a 1 hour lesson!).  Now customers are much more likely to take advantage of the £20 saving.

Tip 8 – Buy slots in advance

In really restricted weeks (such as the week between Christmas and New Year), it may be an idea to book slots well in advance. Not all of us like working these days, I didn’t as a full day of lessons soon became a day with a lesson in the morning and one in the afternoon after the cancellations had come in (family party/ill/hungover, etc). The next year I decided to ‘sell’ these slots on a first-come-first-served basis. I would have slots available for each day I worked and if my learners wanted a lesson between Christmas and New Year, they would pay for it in advance to secure the slot. Do keep the money separate though! If you can’t do the lesson for whatever reason (e.g. adverse weather or illness), they have still paid for a lesson and you don’t want to work the first week in January knowing you’ve already spent the money for those rescheduled lessons!

Tip 9 – Give out appointment cards

I think most ADIs use appointment cards, but there are still some that don’t.  Yes, the pupil forgets to bring it sometimes, or they lose it.  Simple answer for that – give them a new one.  Just one lost lesson at £24 will pay for a bulk purchase of around 1,000 cards, so it really is worth the investment! Use one side of the appointment card to outline your terms and conditions – this way your pupil always has them to hand when they’re thinking of calling to reschedule their lesson.

meme-from-iphonetextgenerator(1)Tip 10 – Reminder texts or emails

SMS reminders or emails can be sent out to your pupils, manually or automatically, to remind them of their lesson time and date.  A message can be sent out a couple of days in advance of their lesson so that they remember when their lesson is booked for. Results for this strategy can vary. When we had these for our driving school customers, some instructors said they reduced cancellations and some said they had more last minute cancellations. We’d be interested to hear what your experience has been if you use reminder texts or emails. down arrowWhat other strategies do you use to minimise cancellations and loss of income? Was has worked well and what hasn’t worked so well? We’d love to hear your stories so that others can benefit from them too. Finally, if you liked this article, about how to Reduce Driving Lesson Cancellations please share it on Facebook and Twitter – simply hit one of the social media buttons below.  Thanks!

Motivating the Unmotivated

Motivating the Unmotivated - Leaner drivers - lad smoking leaning on car “Hi Ged & Claire.  What do I do about a pupil that doesn’t seem to want to learn?  He keeps paying me for lessons, but pulls up and demands to get out for a smoke when things aren’t going so well.  I think he spends more time smoking than he does driving.  I really feel like I’m wasting my time with him and I hate feeling like this.  I love my job and I just want to teach!  But how can I motivate him to want to learn?”

Motivating the Unmotivated Learner Driver

This is a great question, and is an issue that I’m sure many ADIs have encountered, myself included. Let me first share my story of ‘Marc’ (not his real name) – a pupil I taught to drive about 13 years ago – and then I will offer a few suggestions on how to address this problem.

Marc had been learning to drive with me for about 6 months.  I had always been very proactive in encouraging my pupils to study towards their theory test, and Marc had scored really well on all the mock tests that I had given to him after each lesson.  But actually getting him to book his theory test was another matter.  “I know, I know, I’ll book it tomorrow” was Marc’s usual response.

image descriptionDuring his lessons, Marc seemed quite disinterested.  He seemed to ‘plateau’ for a few lessons, and I was struggling to help him to improve.  At the end of one particular driving lesson in which Marc hadn’t really shown much improvement, we pulled up outside his house.  He wasn’t forthcoming with his feedback when I encouraged him to self-reflect on his progress.  So I chose to ask him, “Why is it you want to learn to drive, Marc?” “I don’t”, came his reply.  “So why are you having driving lessons?” I asked him.  “Cos my dad wants me to”.  Marc’s dad ran a successful Italian restaurant and a takeaway pizza parlour.  It turned out that Marc’s dad had him lined up to do the pizza deliveries, hence was financing Marc’s driving lessons.

Marc didn’t want to learn.  And neither I nor his dad could make him learn.

Tips about Motivating the Unmotivated Learner Driver or Anyone!

Instinctively, I took out my A4 notepad, removed a page, and wrote at the top, “What passing my driving test will mean to ME” and then wrote the numbers 1 to 5 down the left-hand side.  “Marc, I want you to take this home and think about five opportunities that passing your driving test will open up for you.  Think about the benefits to YOU – what positive changes will it bring?”  Marc grimaced at my request but took the piece of paper, folded it up untidily and pushed it into his pocket.  “OK, see you next week” he said, as he walked down the driveway to his house.

energy-vampireTo be quite frank, I didn’t enjoy teaching Marc.  He was the perfect definition of what I would term a ‘mood hoover’ or ‘energy vampire’ – over the course of a 1 hour driving lesson, he had this amazing ability to suck every piece of enthusiasm out of me and turn me from a happy, inspiring, smiley driving instructor to a sullen-faced, unmotivated instructor, who felt like packing it all in and getting a ‘proper’ job.

On the morning of his next lesson the following week, my heart sunk when I saw Marc’s name pencilled in from 3.30pm – 4.30pm, straight after he finished college.  Whilst I waited for him in my usual parking spot, I rehearsed my end-of-lesson advice – to stop his driving lessons and save his dad’s money.  After all, if his heart wasn’t in it, then he was unlikely ever to succeed.

But as Marc appeared from the college gates, there was something different about him.  He had a spring in his step and a smile on his faceThis wasn’t the Marc that I knew… As he opened the door, the first words of his mouth were, “I did that thing you asked me to do”.  “What thing?” I asked (I had forgotten all about it).  “The thing about why I want to drive.  I did it.”  He took the folded sheet of paper from his trouser pocket and proudly passed it to me.  I prepared myself to read the 5 things that Marc would gain from passing his driving test.  But instead of just 5 things, Marc had FILLED the sheet of paper with positive outcomes.  I was absolutely GOBSMACKED.

I’ll be able to drive to my girlfriend’s house
I’ll be able to drive to college and back
I won’t get piss wet through in the rain waiting for the bus
I won’t have to listen to Radio 2 on the way to college ever again
I’ll be free to get out of the house whenever I want
My mates will respect me more
It will give me my confidence back
I’ll be able to get a job and earn some money…

This list went on and on, and some of the reasons honestly brought a lump to my throat.  “I’m ready” he said.  “And I booked my theory test – it’s on Monday after college”.

I have to admit, this was a real moment in my life as an ADI.  Through one simple exercise, Marc TRANSFORMED.  And that’s no exaggeration.  He finally had his own reasons for wanting to pass his driving test, and none of them involved his dad.  He passed his theory test the following Monday, then passed his driving test at the first attempt a couple of months later.

I am fairly convinced that had I not encouraged Marc to find his own motivation, he would still be having lessons today.  And his dad would probably have sold the restaurant and pizzeria by now in order to pay for his driving lessons!

You CANNOT motivate others!

This has been a well-researched theory, and I believe it to be true.  We cannot make people change.  All we can do is help open them up to change.  We cannot directly motivate our pupils to want to drive, in the same way that their parents cannot make them want to drive.  I have been to see a fair few motivational speakers in my time – last year I spent a week in the USA in the presence of several wealthy motivational speakers.  The fired-up, ‘I can do anything’ beliefs that we leave such events with are only short-lived.  Before too long, we return to the way we were.

What motivational speakers do succeed in though, is in encouraging us to take the next step.  The next baby step.  And sometimes this is all it takes to start the ball rolling.  In effect, this is what I did with Marc.  I started the ball rolling.  Don’t get me wrong – Marc wasn’t magically ‘fixed’ by this single exercise – we worked hard together over the following few weeks and I regularly had to help him to re-focus on his main motivational ‘drivers’.  But the exercise was the catalyst that sparked the change.

Motivation versus Inspiration

Whilst working with my personal coach, she helped me recognise that our aim should not be to motivate, but instead to inspire.  Which led me to explore the differences between ‘motivation’ and ‘inspiration’.  There are a few different schools of thought on this, but here’s how I would define each:

Motivation is EXTERNAL
– It relates to the things we think we should do or that we’re supposed to do

Inspiration is INTERNAL
– It’s all about the inner desire, our passions, our calling

Motivation is the PUSH
– It is usually only very short-lived

Inspiration is the PULL
– Nothing can stop us from taking action
when we’re inspired!

The short exercise I asked Marc to carry out encouraged him to become INSPIRED – to find and act on his inner ‘pull’, not the external ‘push’ from his Dad.

jagoadvisor_inspiringcleints

 

6 Steps to INSPIRE your pupils to move forward

Step 1:  ASK
Help your pupil to get clear about what they want.  I’m not simply talking about ‘passing the driving test’ here – we want the pupil to focus on what it MEANS to them to gain a full driving licence.  What positive outcomes will it bring to THEM.  It’s imperative that they focus on their OWN desires, and not those of their friends, parents, or even us!  Most important of all, get your pupil to write them down.  How will it benefit them to have a full driving licence?  How will it positively affect them as a person?  What opportunities will it open up to them?

Step 2:  LISTEN
Actively listen, pay attention to what your pupils are saying and how they are saying it.  Notice any body language cues.  People feel great when they are truly listened to, especially teenagers – many have strained relationships with their elders, often having been pushed by parents and teachers.  Give them the time and space they need to let you know what drives them.  Most importantly, leave your thoughts and opinions out of it – this isn’t about you!

Step 3:  REMIND
Even though inspiration will drive us for longer than motivation, we often need a reminder from time to time.  If you’ve listened to (and made notes on) your pupil’s innermost reasons for learning to drive and passing the test, then you should be able to use these throughout the pupil’s lessons with you.  Creating empowering pictures, sounds and feelings in relation to these goals will drive the pupil to success much faster.  To use Marc as an example, I could ask, “how will you look, sound and feel once you’ve passed your test and you’ve got your confidence back?” or even, “so when you no longer have to listen to Radio 2 in mum’s car, what will you choose to listen to once you’ve passed your test?”

Step 4:  BELIEVE
chartSome people are naturally negative.  If we’re not careful, these ‘emotional vampires’ can suck out our positivity and belief that they will ever succeed in passing the driving test.  They can even lead us to give up altogether and hope (or suggest!) they go and find another driving instructor to be miserable with.  Don’t let them get you down!  Instead, see them as being successful – able to achieve anything, irrespective of what they may tell themselves.  It’s amazing how your perception of them will come through in your voice, tonality, attitude and body language.  Switch your normally negative perception of them to a positive one, and you will start to notice a huge shift in their confidence.  Try it!

Step 5:  RECORD Earlier on, I talked about baby steps.  And this is important.  When learning something new, we all need to set and recognise ‘mini-milestones’ along our journey to our ultimate destination.  Recording progress of this journey is important. Love them or loathe them, keeping good lesson records is a must (in my opinion).  A written record of progress is so powerful in helping people like Marc keep track of their successes.  It enables them to see their proximity to the end goal.  If (like me) you’ve ever tried to lose weight, taking note of your weight loss progress on a weekly basis is tremendously motivating – it gives us an idea of our chances of reaching the end goal.  Progress is accelerated even further if we ‘track’ or keep a daily record of what we have eaten.  If we just decide one day to lose weight and don’t bother to track our progress, we’ll soon lose interest and never reach our target.  I believe it’s the same with learning to drive and keeping well-structured lesson records.

Step 6:  LEAD
As a driving instructor, you have a much more important role to play than simply teaching someone to drive a car.  You need to lead by example.  Develop, improve, be ambitious, aim to be the best.  Set yourself daily, weekly, monthly and yearly targets.  By being a leader and demonstrating your desire to succeed, your learners will follow.  YOU want to be that person they name when asked in later life, “who inspired you when you were younger?”

down arrowSHARE YOUR EXPERIENCES!  Have you had a pupil that just didn’t want to learn?  How did you overcome it?  What strategies did you try to help inspire them?  What worked?  What didn’t work? Please share your advice and experience – we’d love to hear from you.

Finally, if you liked this article about Motivating the Unmotivated (learner driver) or anyone for that matter, and know someone else that could benefit from it, please hit one of the social sharing buttons below!

 

ADI Meals – Slow Cooker Chicken Chilli

smashing laptopOK, I know this week’s article is a little bit ‘off the wall’, but bear with me – there’s a serious point to it!

I had spent 2 hours on the computer this morning typing up a blog article on Pupil Lesson Records, when my computer suffered the infamous ‘blue screen of death’.  I lost the lot. Gutted.  Why do I never learn to select the ‘auto-save’ option in Microsoft Word?

ADIs Weight Struggles – Try Healthy ADI Meals – Easy Prep

Anyway, whilst reflecting on something an ADI said to me during a coaching session last week, something dawned on me.  Many ADIs struggle with weight issues and having to eat food ‘on the go’.  And after a long day out on the road, who really wants to spend another half hour in the kitchen preparing something nutritious for the evening meal?  Let’s admit it, for some of us, it’s all too easy to come home and stick a ready meal in the microwave or even phone for a takeaway.  Not good for the waistline!

ADI Meals – A Recipe and Healthy Eating Tips

And now autumn is here, many of us will be digging out our slow cookers from the back of the kitchen cupboard and looking for some inspiration for some healthy meals.

I love my slow cooker.  In fact, I have two of them, and they’re frequently both going at the same time!  Batch cooking means I can stock up the freezer with healthy meals, ready for after a long day out on road training.  Cheap, nutritious, healthy, and best of all – hardly any washing up!

Many of you who are friends with me on Facebook know that I love slow cooking, and some have asked for recipes.  So today, after my awful ‘blue screen of death’ episode, I figured I would offer something a little different this week on the blog.

ADI Meals – Slow Cooker Chicken Chilli Recipe - Ged & ClaireSo here it is – my favourite slow cooker meal: Slow Cooker Chicken Chilli.  And it’s absolutely IDEAL for ADI’s because it’s super-quick and easy to make – simply whack it all in the slow cooker and when you come home 8 hours later, it’s done, perfect for ADI Meals and healthy eating.

The following ingredients are based on using a large 6.5 litre slow cooker, and it will be almost full (as in this photo).  Make sure you adapt the ingredient volume to suit the size of your slow cooker.

016aI make 16 meals from the following, each is only 373 calories per meal!  Some of you may prefer a larger portion – go for it!  You will also need to factor in what you will serve the chili with – I love it served with Ainsley Harriott’s ‘Spice Sensation Cous Cous’.  Also, you may like a grated cheese garnish, but I leave that off to save on calories!

Ingredients

  • 3 lbs (1.3 kg) of chicken breast, diced
  • 2 large onions
  • 2 tins of chopped tomatoes
  • 2 tins of kidney beans
  • 2 tins of cannellini beans
  • 2 tins of chicken broth (I like using ‘Baxters Heathy Chicken & Vegetable soup’)
  • 1 large tin of sweetcorn (260g drained weight)
  • 1 jar (190g / 6oz) of sundried tomato paste (I use the ‘Sacla’ brand)
  • 70g of tomato puree
  • 1 tablespoon of hot chili powder (more if you like it extra hot!)
  • 4 teaspoons of garlic paste
  • 1 teaspoon of ground cumin
  • 1 teaspoon of cayenne pepper (again, add more or less to taste)
  • 1 teaspoon black pepper
  • Salt to taste (I usually add around half a teaspoon)

Preparation (5 mins)

  1. Dice the chicken breasts into 1-2cm cubes
  2. Dice the onions
  3. Drain the tins of beans and sweetcorn
  4. Add all the ingredients to the slow cooker and mix thoroughly
  5. Put the lid on the slow cooker
  6. Cook on LOW for 8 hours

After 8 hours, switch off the slow cooker, stir the chili well and divide into 16 equal portions (or less if you want larger meals).  Cool thoroughly and then freeze.

007aThat’s it.  Easy peasy! At the end of a day out on road, take a portion out of the freezer and defrost thoroughly in the microwave.  Once defrosted, turn the microwave onto full power and cook until piping hot.  Serve with a jacket potato, rice, cous cous, nachos (or some chips!) – whatever takes your fancy.

Enjoy – ADI Meals that tastes GRRRRREAT!

down arrowACTION STEP – Share your healthy eating secrets with us – what do you snack on during the day to keep you going?  Being inactive for most of the day takes its toll on a lot of us (myself definitely included) – so how do you avoid piling on the pounds?

Finally, if you like this recipe for ADI Meals that is delicious and easy to prepare and know someone else that would like it too, please hit one of the social sharing buttons below!

7 Top Facebook Tips for ADIs – Save Your Reputation… Save Your Business!

Facebook Tips for ADIs - Facebook FailSocial Media is big business.  Not only for the companies themselves, but also for its millions of users who are using it to promote their businesses.  So don’t let it affect your reputation!  Take advantage of these top Facebook Tips for ADIs.

Facebook Tips for ADIs – Social Media Experience

Having in excess of 1,000 ADI Facebook friends, I am in a privileged position to share thoughts, information and ideas with others in an instant, learn new things, gauge opinion by asking a question, or even advertise to my target audience if I need to.  But it would be very easy to alienate myself from my colleagues and potential customers if I wasn’t careful about how I use this fantastic (and free!) network.

Now I’m certainly no expert, but over the years I have noticed a fair few ADIs who are far less careful, and I have seen reputations tarnish within seconds of posting an inappropriate comment or picture.  This article is by no means intended as an attack on these individuals – in fact, quite the opposite!  I write it in the hope that ADIs new to Facebook can learn from the mistakes of others (including myself – I’m no saint!), and avoid pressing the ‘self-destruct’ button when it comes to joining the wonderful Social Media revolution.

Protect your Business Reputation using Top 7 Facebook Tips for ADIs

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Effective Fault Analysis ADI Part 3

ADI Part 3 - Core Competencies“Hi Ged & Claire.  I failed my ADI Part 3 test last week and the examiner told me that although I spotted all his faults and tried to fix them pretty well, my fault analysis needed work.  But I’m not sure where I went wrong, because I did what my trainer had told me.  For every fault, I asked him why he did it, but he just said, “I dunno” or “not sure”, and at one point he acted really defensive.  Is my trainer right, or was my examiner just having a bad day?”  Jim (PDI)

Fault Analysis ADI Part 3

Thanks for your question, Jim.  Fault analysis, the second of the three main core competencies on the ADI Part 3 test and ADI Check Test, is often an area of weakness for PDIs and ADIs, so hopefully I can help clear things up for you!

To explain the basic principles of the core competencies in simple terms, imagine you have terrible stomach pain and decide to pay a visit to your local GP.  After entering his room and briefly explaining your symptoms to the doctor (IDENTIFYING the problem), what would his next step be?  Is he likely to ask:

a)    “Why do you have stomach pain?” or
b)    “When did the pain start?  Where is the pain, specifically?  Are there any circumstances in which it is better/worse?”

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